CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1: Respondents Profile according to their age

N=20
AGE FREQUENCY PERCENTAGE
20 and above 8 40%
18 - 20 9 45%
15 - 17 3 15%
Total 20 100%

Table 1 shows that out of 20 respondents there were 9 or 45% were under the age bracket of
18 – 20 years old, there were 8 or 40% under the age bracket of 20 years old and above, and
there were 3 or 15% under 15 – 17 years.
This implies that most of the respondents were 18 – 20 years old.

Table 2: Respondents Profile according to Ethnicity

N=20
AGE FREQUENCY PERCENTAGE
YAKAN 4 20%
TAUSUG 4 20%
CHAVACANO 6 30%
BISAYA 3 15%
OTHERS 3 15%
TOTAL 20 100%

Table 2 shows that there were 6 or 30% of the respondents were Chavacano, there were 4 or
20% were Yakan & Tausug, and there were 3 or 15% were Bisaya and others as specified to
be Maranao.
It illustrates that most of the respondents were Chavacano.
Table 3. Respondents’ response to the question “Did you experience early motherhood during
your time at Universal College?”
experience early FREQUENCY PERCENTAGE
motherhood during your
time at Universal College
YES 10 50%
NO 10 50%
Total 20 100%

Table 3 shows that Among the respondents, 50% (10 out of 20) experienced early
motherhood during their time at Universal College, while the other half did not.
Table 4. Respondents’ response to the question “How do you think early motherhood has
impacted your ability to focus on your studies?”
early motherhood has MEAN DESCRIPTION
 impacted their ability to
focus on their studies
20 and above 2.7 MODERATE
18 - 20 3.26 MODERATE
15 - 17 3.39 MODERATE
Scale Descriptive Rating

1.0 – 1. 79 Very Low

1.8 – 2. 59 Low
2.6 – 3.39 Moderate
3.4 – 4.19 High
4.2 – 5.0 High

Table 4 shows that Respondents reported a moderate impact on their ability to focus on
studies.

Table 5. Respondents’ response to the question “Have you faced any challenges in managing
your academic responsibilities alongside your motherhood responsibilities
early motherhood has
impacted their ability to MEAN DESCRIPTION
focus on their studies
20 and above 2.7 MODERATE
18 - 20 3.56 HIGH
15 - 17 4.19 HIGH
Scale Descriptive Rating

1.0 – 1. 79 Very Low

1.8 – 2. 59 Low
2.6 – 3.39 Moderate
3.4 – 4.19 High
4.2 – 5.0 High

Table 5 shows that some respondents indicated high challenges in managing their academic
and motherhood responsibilities.

Table 6. Respondents’ response to the question “Do you feel that early motherhood has
affected your attendance and participation in classes?”
early motherhood has
impacted their ability to MEAN DESCRIPTION
focus on their studies
20 and above 3.5 HIGH
18 - 20 4.12 HIGH
15 - 17 4.19 HIGH
Scale Descriptive Rating

1.0 – 1. 79 Very Low

1.8 – 2. 59 Low
2.6 – 3.39 Moderate
3.4 – 4.19 High
4.2 – 5.0 High

Table 6 shows that Respondents expressed that early motherhood had a high impact on their
attendance and participation in classes.

Table 7. Respondents’ response to the question “Have you had to make any adjustments to
your academic goals or plans due to early motherhood?”
early motherhood has
impacted their ability to MEAN DESCRIPTION
focus on their studies
YES 20 100%
 NO 0 0
TOTAL 20 100%

Table 7 shows that all respondents made adjustments to their academic goals or plans due to
early motherhood.

Table 8. Respondents’ response to the question “Do you receive sufficient support, such as
childcare or family assistance, to balance your academic and motherhood responsibilities?”
early motherhood has
impacted their ability to MEAN DESCRIPTION
focus on their studies
YES 18 95%
NO 2 5%
TOTAL 20 100%

Table 8 shows that 18 or 95% of the respondents expressed that they receive supportive
assistance with their family, while 2 or 5% indicated that they do not receive sufficient
support.

Table 9. Respondents’ response to the question “Have you sought any additional academic
support or resources to help you navigate the challenges of being an early mother and a
student?”
early motherhood has
impacted their ability to MEAN DESCRIPTION
focus on their studies
YES 20 100%
NO 0 0
TOTAL 20 100%

Table 9 shows that 20 or 100% of the respondents sought any additional academic support or
resources to help you navigate the challenges of being an early mother and a student.

Question #10. Respondents’ response to the question “In your opinion, what measures or
support systems could be put in place to better assist early mothers in their academic
pursuits?”
General summary of their answers: Respondents suggested the need for supportive measures
and indicated that better support systems could assist early mothers in their academic
pursuits.
 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary:

In this study, we investigated the effects of early motherhood on the academic performance

of students at Universal College in Isabela City were out of 20 respondents there were 9 or

45% were under the age bracket of 18 – 20 years old, there were 8 or 40% under the age

bracket of 20 years old and above, and there were 3 or 15% under 15 – 17 years.

This implies that most of the respondents were 18 – 20 years old. In regards with their

Ethnicity, there were 6 or 30% of the respondents were Chavacano, there were 4 or 20% were

Yakan & Tausug, and there were 3 or 15% were Bisaya and others as specified to be

Maranao. It illustrates that most of the respondents were Chavacano. Utilizing data collected

from the respondents, we examined the relationships and patterns between early motherhood

and academic performance. The analysis focused on identifying any significant associations

or trends within the data.

Based on the conducted study on the effects of early motherhood on the academic

performance of students at Universal College, several key findings have emerged. The data

analysis highlighted a significant relationship between early motherhood and academic

performance, indicating that early motherhood tends to have a negative impact on the

academic achievements of the students. Students who experienced early motherhood faced

various challenges in managing their academic responsibilities alongside their motherhood

responsibilities, resulting in lower academic performance compared to their counterparts who

did not have this experience.

Suggestions:

Based on the findings, several suggestions can be proposed to address the effects of early

motherhood on academic performance among the students. In light of these findings, several

suggestions can be made to support early mothers and improve their academic performance at

Universal College. Firstly, implementing support systems that provide accessible and

affordable child care facilities will help early mothers balance their academic commitments

with their parenting responsibilities more effectively. Secondly, offering flexible academic

accommodations, such as modified schedules or online learning options, can alleviate some

of the challenges faced by early mothers and allow them to continue their education without

hindrance. Lastly, establishing mentorship programs or support groups specifically tailored to

the unique needs and experiences of early mothers can provide emotional and academic

support to help them navigate the demands of college life.

Conclusion:

In conclusion, this study explored the effects of early motherhood on academic performance

among the students of Universal College in Isabela City. The research aimed to shed light on

the topic and provide valuable insights. The suggestions put forth prioritize the establishment

of support systems and the creation of an environment that recognizes and supports the

unique challenges faced by early mothers. Further research in this area is warranted to

develop a more comprehensive understanding of the effects of early motherhood on academic

performance and to guide the development of effective interventions and support strategies.

The study highlights the detrimental effects of early motherhood on the academic

performance of students at Universal College. The findings underscore the importance of

providing comprehensive support systems and tailored interventions to address the challenges

faced by early mothers, ultimately fostering their academic success. By implementing these

suggestions and creating an inclusive environment for early mothers, Universal College can

contribute to leveling the playing field and ensuring equal opportunities for all students,
regardless of their parental status. Further research and monitoring of the implemented

interventions will be crucial to assess their efficacy and make refinements as needed.